Title of Lesson: Shapes in Geometry

Grade: 1st
Mathematics Learning Objectives:
Students will explain and apply a strategy for determining how shapes fit together to create a new composite shape.
Alignment with Oklahoma C3 Standards (Common Core Standards for School Mathematics):
Domain/Content:
CCSS.MATH.CONTENT.1.G.A.2
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or
three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create
a composite shape, and compose new shapes from the composite shape.1
Mathematical Practices:
This lesson is centered around how shapes work and fit together. It is designed to help students learn about edges
and vertices through discovery of how shapes can go together to make new shapes. We will also cover what the
different shapes are names and why some of them are named certain things. We will ask the students what they
already know, and have them draw some of the shapes before beginning the overall problem discovery.
Prior Academic Knowledge and Conceptions:
Students have the previous knowledge of basic geometric shapes. In this lesson students manipulate the basic
geometric shapes they are familiar with and fit them together to create a new shape. This builds on their knowledge
of basic shapes and how shapes can be formed together to create a new shape. Some gaps students may have are
referring to a shape as a different shape than what it actually is; to help this gap we will review the basic shapes
before going over how to construct the new larger shape.
Common Errors and Misconceptions:
Students in grade one have a tendency to mix up their shapes. In the beginning of our lesson we will spend some
time distinguishing between shapes students should already know as well as adding in a few new shapes.
Launch: 10 minutes
We will begin the lesson by reminding the students of the names of shapes that we discussed last week. We will
ask students to recall what they remember by drawing three familiar shapes and writing their names. We will call on
a few students to share with the class. We will then go through all of the shapes that they will be working with and
talk about their names.
Instruction: 10 minutes

There is going to be a composite shape that students are unfamiliar with. It is their task to use their smaller
more common shapes to create the larger shape.

We will show the large shape on the SmartBoard. We will then tell them that they will make this shape
using smaller more common shapes. We will relate how shapes are in their everyday lives like how a stop sign is an
octagon, yield signs are triangle.

They should be listening to instructions and asking questions when they have one. They should also tell us
basic shapes when we ask for a review of them. To engage our students we will ask them what their favorite shapes
are and they can discuss with their elbow partners.

Say: Here is a large shape. We are going to create this shape by using shapes we are familiar with. Let us
review our basic shapes who can tell me a basic shape? (Students will say shapes like circles, triangles, squares,
rectangles, etc.) Now you will take these premade shapes and try to fit the shapes together to create the large shape.

How are you creating the new shape? What shapes combine to create a new shape? Talk with your elbow
partner and see what combinations of shapes they are making.
Structured Practice and Application: 15-20 minutes

Students will have the opportunity to practice for 15-20 minutes to play around with the materials and apply what
they have learned this will be a great time for us to provide the students with feedback.
Students can apply what they have learned by successfully completing the task they are given to complete as an
informal assessment.
If students can successfully complete the informal assessment and answer basic questions they are asked about
shapes then they will be successfully meeting the learning objectives.
Closure: 10 minutes
We will wrap up this lesson by having three students use the doc camera to share with the class how they went
about solving the problem. We will ask students who have different answers share. We will ask the class to
think about what they learned through this lesson. We will then have them turn and talk with a partner about
their thoughts, and then we will have a class discussion about what this activity showed us about shapes. This
conversation will hopefully be student led, but the teachers will interject if the class is being shy and not
sharing.
Differentiation/ Planned Support:
How will you provide students access to learning based on individual and group needs?
o Whole Class: After directions are given, students will have time to ask questions before
getting started. During the problem solving part of the lesson, the teachers will be walking
around the class so students have the opportunity to ask more questions if they need to.
o Groups of students with similar needs: Students with similar needs will be seated together
that way they will all be on the same conceptual level.
o Individual students: Students will be encouraged to ask questions after the lesson is
presented.
o Students with IEPs or 504 plans: Knowing ahead of time the different learning abilities
of your students will help you create plans to differentiate your specific lesson.
o Earlier finishers: We will have early finishers use the manipulatives to see if they can
create another big shape. We will have them trace this on paper and tell them that their shape
might be selected for the next project!
o Strategies for responding to common errors and misunderstandings.
How will you support students with gaps in the prior knowledge that is necessary to be successful
in this lesson?
By beginning our lesson with reviewing shapes and teaching new shapes, that will hopefully put each
student on the same track. We will also be passing out a paper that shows the shape and states the
name.
Student Interactions:
We will have students work together in groups of three to figure out which shapes to use to create the big shape.
Each group will have their own outline of the big shape.
We will have students who sit near each other work together on this task.
What Ifs:
One thing that might not go as planned is that students might not grasp the concept of how shapes fit together. In
order to fix this, we will go back and reevaluate if the entire class is struggling with this, we will review with the
entire class. If it is just a select few students, we will work one on one with them.
Materials:
What materials does the teacher need for this lesson?
Samples of shapes
Doc camera
Bigger example of the composite shape
What materials do the students need for this lesson?
Mini shapes

A copy of the composite shape

Paper
Markers

Academic Language:
What key vocabulary (content-specific terms) do you need to teach and how will you teach
students that vocabulary in the lesson?
Rectangle, square, triangle, circle, rhombus, kite, diamond, parallelogram, octagon, hexagon.
What opportunities will you provide for students to practice the new language and develop fluency
(written or oral)?
The students will be provided opportunity to use this language when discussing their creations with the class and
their findings with their groups.
What specific way(s) will students need to use language (reading, writing, listening and/or
speaking) to participate in learning tasks and demonstrate their learning for this lesson?
They will need to use this language when figuring out the shapes to use within the composite shape.
What language function (e.g. compare/contrast, describe, interpret, model) did you use within this
lesson to facilitate student learning of the central focus of the lesson?
Model
Assessment:
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s).
Attach a copy of the assessment and the evaluation criteria/rubric in the resources section at the end of the lesson
plan.

Type of
assessment
(Informal or
Formal)

Informal

Description of
assessment

Modifications to the
assessment so that
all students could
demonstrate their
learning.

Evaluation
Criteria - What
evidence of
student learning
(related to the
learning
objectives and
central focus)
does the
assessment
provide?

The teacher(s)
will walk around
the classroom
while students
are working on
their assignment.
They will be
listening for
problem solving
skills as well as
asking students
simple questions

Students will all have

the opportunity to
share their learning
with the entire class,
and the teachers will
walk around to
ensure that
discussion is on topic
and relates to the
task at hand.

The students will

meet the learning
objectives by
completing their
composite shape in
any way (each
student may use a
different shape in a
different position).

that pertain to
what was taught.